Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Filter by result

Sections

Key collections

  • [X]Te Mana Kōrero

Te Mana Kōrero

Te Mana Kōrero is a series of three professional development packages and facilitated workshops.

These professional development packages draw on the evidence that show what is working for Māori students, from programmes such as Te Kotahitanga and Te Kauhua.

Each of these successful professional development programmes is based on important Māori concepts or principles:

  • ako – effective and reciprocal teaching and learning relationships where everyone is a learner and a teacher
  • manaakitanga – the care for students as culturally located people above all else
  • mana motuhake – the care by teachers for the academic success and performance of their students
  • whakawhanaungatanga – the nurturing of mutually respectful and collaborative relationships between all parties around student learning.

The content and video resources you will find on these pages are taken from Te Mana Kōrero Online, developed to help school leaders and teachers address and meet the goals of Ka Hikitia: Managing for Success: The Māori Education Strategy 2008–2012 (Ministry of Education, 2008-2009).

  1. Filed under: Productive partnerships | Effective teachers

    Mason Durie, Wally Penetito and Keriana Tawhiwhirangi discuss the need for both Māori and non-Māori to share the responsibility of building and maintaining effective relationships for learning. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  2. Filed under: Productive partnerships | Effective leaders | Effective teachers

    A regional example of celebration of student learning with their community is the annual Nati awards on the East Coast of the North Island. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  3. Filed under: Productive partnerships | Ako | Effective teachers

    At Hiruharama School, the process of learning is expressly communicated to all the students, and they are the primary communicators of their learning to whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  4. Filed under: Productive partnerships | Identity Language and Culture | Ako | Effective teachers

    Culturally responsive learning contexts are those where the learner can bring their own experiences into the classroom context. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  5. Filed under: Identity Language and Culture | Ako | Effective teachers

    Research shows that bringing cultural context into the curriculum affirms the students identity, and validates their cultural knowledge and knowledge of their whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  6. Filed under: Ako | Effective teachers

    Practitioners reflect on the impact of professional development that is focused on improving Māori learning outcomes. (Extract from ‘Te Mana Kōrero : Strengthening Professional Practice’, 2005).

  7. Filed under: Identity Language and Culture | Effective teachers

    The innovative use of ICT can be used to enhance professional development. Pakaraka School has created an environment where everyone is a learner. It uses ICT to capture the weekly lesson of a visiting teacher of Te Reo Māori. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

  8. Filed under: Effective leaders | Effective teachers

    A feature of effective professional learning is critical reflection on practice. At Greymouth High School and Waitara Primary School, teachers are opening up their classrooms to others for peer observation and feedback. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

  9. Filed under: Identity Language and Culture | Effective teachers

    Rotorua Lakes High School and neighbouring Mokoia Intermediate have established a collaborative learning community where they share professional development opportunities. The process of developing better relationships with students began with asking the students what the issues were. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

  10. Filed under: Ako | Effective teachers

    What are the key features of professional development that strengthens Māori student learning outcomes, and what effect has that had on teacher practice? (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

^ back to top


Footer: